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Compiled by Damodar Bhandari
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| Rosenthal, D. & Weitz, R. (2012). Large-Course Redesign via Blended Learning: A Post-Implementation Assessment Across Institutions. International Journal on E-Learning, 11(2), 189-207. Chesapeake, VA: AACE. | View | |
| This research reports the results of a survey administered to 25 of the 30 institutions that participated in the National Center for Academic Transformation (NCAT) large-course redesign project that took place between 1999 and 2003. According to NCAT, the benefits of these course redesign efforts included an average reduction in costs of about 40% while maintaining or improving instructional quality. The focus of this research was to 1) determine the current status of the initiatives reported in the study, 2) report on the benefits and limitations of the initiatives, as specified currently by the people involved in them, 3) determine the extent to which course redesign has spread to other courses at the institution and 4) understand how course redesign efforts become implemented with a focus on how, if they have been successful, they may likely be diffused. The major conclusions of our study are that these redesigns and their benefits are generally sustainable, the redesigns require faculty who champion the project, the faculty in the NCAT program were motivated by a desire to improve learning outcomes as opposed to reducing costs, there was and continues to be little institutional interest in reducing costs, and the evidence is mixed that these redesign initiatives serve as catalysts for further such endeavors at the same institutions. | ||
| Mooneyhan, A. (2012). Using the Internet as a Supplemental Delivery Method on University Concepts of Fitness Classes. International Journal on E-Learning, 11(2), 181-187. Chesapeake, VA: AACE. | View | |
| The purpose of this study was to compare the traditional teaching method of Concepts of Fitness (CF) with a teaching method using the Internet as an instructional supplement. Participants in the study were 52 students (27 male, 25 female) from a four-year institution of higher learning. Participants were enrolled in a required, general education CF course. The sample consisted of two classes, one taught by the traditional delivery method (lecture) and one taught using the Internet as a delivery method for the cognitive content. Participants were pre-tested on the first day of the semester and post-tested on the last day of the semester. The Pre-test was used to measure current knowledge and the post-test was used to measure knowledge acquisition for both groups. Results indicated no significant difference between the two groups on the pre-test [t (50) = -.802, p=.427] and no significant difference between the two groups on the post-test [t (50) = .566, p=.574]. This no significant difference finding showed the method using the Internet to be an effective delivery method. This delivery method, by disseminating course content via the Internet, provided 13 additional days for physical activity. | ||
| Liu, M., Kalk, D., Kinney, L. & Orr, G. (2012). Web 2.0 and Its Use in Higher Education from 2007-2009: A Review of Literature. International Journal on E-Learning, 11(2), 153-179. Chesapeake, VA: AACE. | View | |
| This paper is a review of literature on Web 2.0 uses in higher education from 2007-2009. The goals of this review were (1) to identify what Web 2.0 technologies were used in college level instruction, and (2) to examine any research evidence that Web 2.0 technologies could enhance teaching and learning. Conference proceedings from 2007 to 2009 were reviewed from four major international conferences in instructional technology: eLearn, EdMedia, SITE, and AECT. The review showed that five Web 2.0 technologies were most commonly discussed in the current literature: blogs, wikis, podcasts, social networks, and virtual environments. The findings of how each of these Web 2.0 technologies was used in higher education along with any research evidence were discussed. | ||
| Cohen, A. (2012). The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science. International Journal on E-Learning, 11(2), 107-124. Chesapeake, VA: AACE. | View | |
| ** Invited as a paper from ED-MEDIA 2008 ** This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and costs analysis of this course are presented in this paper regarding to students, instructor and policymaker alongside the instructor reflections. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. | ||
| Tichon, J. (2012). Evaluation of Virtual Reality Training using Affect. International Journal on E-Learning, 11(2), 209-218. Chesapeake, VA: AACE. | View | |
| Training designed to support and strengthen higher-order mental abilities now often involves immersion in Virtual Reality (VR) where dangerous real world scenarios can be safely replicated. However, despite the growing popularity of VR to train cognitive skills such as decision-making and situation awareness, methods for evaluating their use rely heavily on subjective measures or analysis of final outcomes. Without strong performance measures the outcome of training in terms of both content knowledge and ability to transfer newly acquired skills to the real world is unknown. This paper discusses research directions in affective computing which suggest the relationship between affect and cognitive learning provides potential new approaches to ensure the processing of cognitions which occur prior to final outcomes are adequately evaluated. This review was undertaken in the wake of recent studies reporting the higher the level of affective intensity experienced in Virtual Reality the more effective the learning outcomes, indicating that affective state is a key variable for investigation in evaluation of training in VR. | ||
